Executive Summary School Accountability Report Card, 2005-06

For Trinity County Special Education School

Address:	201 Memorial Dr., Weaverville CA 96093-	Phone Number:	(530) 623-2861
Principal:	Karen Boltz	Grade Span:	Pre-K to 12+

This executive summary of the School Accountability Report Card (SARC) is intended to provide parents and community members with a quick snapshot of school accountability. The data presented in this report are reported for the 2005-06 school year, except the School Finances and School Completion data that are reported for the 2004-05 school year. For additional information about the school, parents and community members should review the entire SARC or contact the school principal or the district office.

About This School

Trinity County Office of Education’s Special Education Department serves students throughout Trinity County and the SELPA (Special Education Local Planning Area) serves all of Trinity County. The Special Education Department serves the 11 school districts in Trinity County with Speech and Language Services, School Psychologist Services, Adapted Physical Education Services, Occupational Therapy Services, and all special education services for 3-5 year olds. The county also serves “solely low incidence” students ages 0-3. Four of the school districts (Douglas City Elementary School District, Junction City Elementary School District, Lewiston Elementary School District, and Southern Trinity Joint Unified School District) operate their own Resource and Special Day Class programs. The other seven school district special education programs are operated at the county level.

Trinity County is sparsely populated but geographically very large and mountainous. With rare exceptions, special education students are served in their district of residence. Our school districts and special education teachers serve students with every type of disability and generally those students are well-integrated into the general education classrooms. Of 321 students currently receiving special education services, only 30 are Special Day Class students.

All of the school districts are emphasizing early intervention services in the primary grades to reduce the need for special education services for students. The schools are also collaborating at all grade levels with the special education programs to support students in the general education classrooms with modifications and accommodations and allow all students access to the core curriculum in the least restrictive environments. The schools are at various stages of planning and/or implementing 3-tiered models in anticipation of developing Response to Intervention models for considering eligibility for special education.

Student Enrollment
Group	Enrollment
Number of Students	33
African American	0.0 %
American Indian or Alaska Native	12.1 %
Asian	0.0 %
Filipino	0.0 %
Hispanic or Latino	3.0 %
Pacific Islander	0.0 %
White (Not Hispanic)	84.8 %
Multiple or No Response	0.0 %
Socioeconomically Disadvantaged	80.8 %
English Learners	0.0 %
Students with Disabilities	100.0 %

Teachers
Indicators	Teachers
Teachers With Full Credential	10
Teachers Without Full Credential	0
Teachers Teaching Outside Subject Area of Competence
Misassignments of Teachers of English Learners
Total Teacher Misassignments

School Facilities

Summary of Most Recent Site Inspection

Trinity County Office of Education owns special education classrooms in seven school districts in Trinity County. All classrooms are safe, clean and adequate and are on a par with the general education facilities at each site. The schools in Trinity County maintain their school grounds, buildings and restrooms in excellent condition and cleanliness. See School Accountability Report Cards for the 11 school districts in Trinity County

Repairs Needed

See School Accountability Report Cards for the 11 school districts in Trinity County

Corrective Actions Taken or Planned

See School Accountability Report Cards for the 11 school districts in Trinity County

Curriculum and Instructional Materials
Core Curriculum Areas	Pupils Who Lack Textbooks and Instructional Materials
Reading/Language Arts	0 %
Mathematics	0 %
Science	0 %
History-Social Science	0 %
Foreign Language	NA %
Health	NA %
Science Laboratory Equipment (grades 9-12)	NA %

School Finances
Level	Expenditures Per Pupil (Unrestricted Sources Only)
School Site	$
District	$
State

Student Performance
Subject	Students Proficient and Above on California Standards Tests
English-Language Arts	0
Mathematics	*
Science	*
History-Social Science	*

Academic Progress
Indicator	Result
2006 API Growth Score (from 2006 API Growth Report)	503
Statewide Rank (from 2005 API Base Report)	C
2006-07 Program Improvement Status

School Completion

Indicator

Result

Graduation Rate

Postsecondary Preparation
Measures	Percent
Pupils Who Completed a Career Technical Education Program and Earned a High School Diploma
Graduates Who Completed All Courses Required for University of California and/or California State University Admission	0.0

School Accountability Report Card
Reported for School Year 2005-06

Published During 2006-07

The School Accountability Report Card (SARC), which is required by law to be published annually, contains information about the condition and performance of each California public school. More information about SARC requirements is available at the California Department of Education (CDE) Web site at http://www.cde.ca.gov/ta/ac/sa/. For additional information about the school, parents and community members should contact the school principal or the district office. DataQuest, an online data tool at http://data1.cde.ca.gov/dataquest/, contains additional information about this school and comparisons of the school to the district, the county, and the state.

I. About This School

Contact Information

This section provides the school's contact information.

School		District
School Name	Trinity County Special Education	District Name	Trinity County Office of Education
Street	201 Memorial Dr.	Phone Number	530-623-2861
City, State, Zip	Weaverville, CA 96093-1256	Web Site	http://www.tcoek12.org
Phone Number	530-623-2861	Superintendent	James B. French
Principal	Karen Boltz	E-mail Address	jimf@tcoek12.org
E-mail Address	kboltz@tcoek12.org	---	---

School Description and Mission Statement

This section provides information about the school's goals and programs.

Opportunities for Parental Involvement

This section provides information about opportunities for parents to become involved with school activities.

There is a county-wide Community Advisory Committee (CAC) for special education. Many parents are also actively involved at the school site their child attends and may volunteer in a variety of ways, including membership on the local Site Council.

Student Enrollment by Grade Level

This table displays the number of students enrolled in each grade level at the school.

Grade Level	Number of Students	Grade Level	Number of Students
Kindergarten	0	Grade 8	4
Grade 1	1	Ungraded Elementary	0
Grade 2	3	Grade 9	3
Grade 3	1	Grade 10	2
Grade 4	2	Grade 11	7
Grade 5	4	Grade 12	4
Grade 6	1	Ungraded Secondary	0
Grade 7	1	Total Enrollment	33

Student Enrollment by Group

This table displays the percent of students enrolled at the school who are identified as being in a particular group.

Group	Percent of Total Enrollment	Group	Percent of Total Enrollment
African American	0.0	White (not Hispanic)	84.8
American Indian or Alaska Native	12.1	Multiple or No Response	0.0
Asian	0.0	Socioeconomically Disadvantaged	80.8
Filipino	0.0	English Learners	0.0
Hispanic or Latino	3.0	Students with Disabilities	100.0
Pacific Islander	0.0	---	---

Average Class Size and Class Size Distribution (Elementary)

This table displays by grade level the average class size and the number of classrooms that fall into each size category (a range of total students per classroom).

No data are available for this section

Average Class Size and Class Size Distribution (Secondary)

This table displays by subject area the average class size and the number of classrooms that fall into each size category (a range of total students per classroom).

No data are available for this section

Participation in the Class Size Reduction Program

This table displays the percent of students in kindergarten trough grade 3 who were assigned to a classroom that participated in the Class Size Reduction Program.

No data are available for this section

II. School Climate

School Safety Plan

This section provides information about the school's comprehensive safety plan.

Each special education classroom is located at a local school campus. Each local school district has a current comprehensive safety plan which is reviewed and updated annually. Current safety plans are available at each of the 11 school districts and the Court School.

School Discipline Practices

This section provides information about the school's efforts to create and maintain a positive learning environment, including the school's use of disciplinary strategies.

The SELPA Director, county school psychologists, special education teachers, local school administrators and general education teachers work together to provide a positive learning environment for all students and to provide Behavior Support Plans, counseling and other interventions for students with emotional and behavioral challenges. The county office of education collaborates with the 11 school districts to provide counseling services at all the schools. The Trinity County Superintendent of Schools and the SELPA Director each sit on county-level multi-agency teams to coordinate services for students at risk.

Suspensions and Expulsions

This table displays the rate of suspensions and expulsions (the total number of incidents divided by the total enrollment) at the school and district levels for the most recent three-year period.

Rate	School			District
Rate	2003-04	2004-05	2005-06	2003-04	2004-05	2005-06
Suspensions
Expulsions

III. School Facilities

School Facility Conditions and Improvements

This section provides information about the condition of the school's grounds, buildings, and restrooms, and a description of any planned or recently completed facility improvements.

School Facility Conditions Good Repair Status

This table displays the results of the most recently completed school site inspection to determine the school facility's good repair status.

Item Inspected	Facility in Good Repair		Repair Needed and Action Taken or Planned
Item Inspected	Yes	No	Repair Needed and Action Taken or Planned
Gas Leaks			See School Accountability Report Cards for the 11 school districts in Trinity County
Mechanical Systems
Windows/Doors/Gates (interior and exterior)
Interior Surfaces (walls, floors, and ceilings)
Hazardous Materials (interior and exterior)
Structural Damage
Fire Safety
Electrical (interior and exterior)
Pest/Vermin Infestation
Drinking Fountains (inside and outside)
Restrooms
Sewer
Playground/School Grounds
Other

IV. Teachers

Teacher Credentials

This table displays the number of teachers assigned to the school with a full credential, without a full credential, and those teaching outside of their subject area of competence. Detailed information about teacher qualifications can be found at the CDE Web site at http://dq.cde.ca.gov/dataquest/.

Teachers	School			District
Teachers	2003-04	2004-05	2005-06	2005-06
With Full Credential	14	14	10	12
Without Full Credential	0	0	0	0
Teaching Outside Subject Area of Competence				---

Teacher Misassignments and Vacant Teacher Positions

This table displays the number of teacher misassignments (teachers assigned without proper legal authorization) and the number of vacant teacher positions (not filled by a single designated teacher assigned to teach the entire course at the beginning of the school year or semester). Note: Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners.

Indicator	2004-05	2005-06	2006-07
Misassignments of Teachers of English Learners
Total Teacher Misassignments
Vacant Teacher Positions

Core Academic Classes Taught by NCLB Compliant Teachers

This table displays the percent of classes in core academic subjects taught by No Child Left Behind (NCLB) compliant and non-NCLB compliant teachers at the school, at all schools in the district, at high-poverty schools in the district, and at low-poverty schools in the district. More information on teacher qualifications required under NCLB can be found at http://www.cde.ca.gov/nclb/sr/tq/.

Location of Classes	Percent of Classes In Core Academic Subjects
Location of Classes	Taught by NCLB Compliant Teachers	Taught by Non-NCLB Compliant Teachers
This School	66.7	33.3
All Schools in District	62.0	38.0
High-Poverty Schools in District	0.0	0.0
Low-Poverty Schools in District	62.0	38.0

Substitute Teacher Availability

This section provides information about the availability of qualified substitute teachers and the impact of any difficulties in this area on the school's instructional program.

Substitute teachers are generally available and provide appropriate service when a teacher must be out.

Teacher Evaluation Process

This section provides information about the procedures and the criteria for teacher evaluations.

Teacher evaluations are based on the California Standards for the Teaching Profession. Non-tenured teachers are evaluated two times per year, tenured teachers every two years until they have successfully served for ten years, after which they are evaluated every five years.

V. Support Staff

Academic Counselors and Other Support Staff

This table displays, in units of full-time equivalents (FTE), the number of academic counselors and other support staff who are assigned to the school and the average number of students per academic counselor. One FTE equals one staff member working full time; one FTE could also represent two staff members who each work 50 percent of full time.

Title	Number of FTE Assigned to School	Average Number of Students per Academic Counselor
Academic Counselor
Library Media Teacher (Librarian)		---
Library Media Services Staff (paraprofessional)		---
Psychologist	2	1,000
Social Worker		---
Nurse	2	1,000
Speech/Language/Hearing Specialist	2.8	715
Resource Specialist (non-teaching)		---
Other	0.6	---

VI. Curriculum and Instructional Materials

Quality, Currency, and Availability of Textbooks and Instructional Materials

This table displays information about the quality, currency, and availability of the standards-aligned textbooks and other instructional materials used at the school, and information about the school's use of any supplemental curriculum or non-adopted textbooks or instructional materials.

Core Curriculum Area	Quality, Currency, and Availability of Textbooks and Instructional Materials	Percent of Pupils Who Lack Their Own Assigned Textbooks and Instructional Materials
Reading/Language Arts	Textbooks/materials are state adopted (K-8), standards aligned, current; board adopted (9-12).	0
Mathematics	Textbooks/materials are state adopted (K-8), standards aligned, current; board adopted (9-12).	0
Science	Textbooks/materials are state adopted (K-8), standards aligned, current; board adopted (9-12).	0
History-Social Science	Textbooks/materials are state adopted (K-8), standards aligned, current; board adopted (9-12).	0
Foreign Language	Not Applicable
Health	Not Applicable
Science Laboratory Equipment (grades 9-12)	Not Applicable

VII. School Finances

Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2004-05)

This table displays a comparison of the school's per pupil expenditures from unrestricted (basic) sources with other schools in the district and throughout the state, and a comparison of the average teacher salary at the school site with average teacher salaries at the district and state levels. Detailed information regarding salaries can be found at the CDE Web site at http://www.cde.ca.gov/ds/fd/ec/ and http://www.cde.ca.gov/ds/fd/cs/.

Level	Total Expenditures Per Pupil	Expenditures Per Pupil (Supplemental)	Expenditures Per Pupil (Basic)	Average Teacher Salary
School Site
District	---	---
Percent Difference - School Site and District	---	---
State	---	---
Percent Difference - School Site and State	---	---

Types of Services Funded

This section provides information about the programs and supplemental services that are available at the school and funded through either categorical or other sources.

Services are provided by specialists in Speech and Language, School Psychology, Behavior Management, Adapted Physical Education, Occupational Therapy, Physical Therapy, Nursing, Teaching Students with Disabilities, and paraeducator support for students aged 3-22. Specialized materials, professional development, and technology services are also provided.

Teacher and Administrative Salaries (Fiscal Year 2004-05)

This table displays district-level salary information for teachers, principals, and superintendents, and compares these figures to the state averages for districts of the same type and size. The table also displays teacher and administrative salaries as a percent of a district's budget, and compares these figures to the state averages for districts of the same type and size. Detailed information regarding salaries can be found at the CDE Web site at http://www.cde.ca.gov/ds/fd/cs/ and http://www.cde.ca.gov/ta/ac/sa/salaries0405.asp.

Category	District Amount	State Average For Districts In Same Category
Beginning Teacher Salary	Not required of COEs	Not provided by CDE for COEs
Mid-Range Teacher Salary	“	“
Highest Teacher Salary	“	“
Average Principal Salary (Elementary)	“	“
Average Principal Salary (Middle)	“	“
Average Principal Salary (High)	“	“
Superintendent Salary	“	“
Percent of Budget for Teacher Salaries	“	“
Percent of Budget for Administrative Salaries	“	“

VIII. Student Performance

California Standards Tests

The California Standards Tests (CST) show how well students are doing in relation to the state content standards. The CSTs include English-language arts and mathematics in grades 2 through 11; science in grades 5, 8, 9, 10, and 11; and history-social science in grades 8, 10, and 11. Student scores are reported as performance levels. Detailed information regarding CST results for each grade and proficiency level, including the percent of students not tested, can be found at the CDE Web site at http://star.cde.ca.gov/. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.

CST Results for All Students -- Three-Year Comparison

This table displays the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards).

Subject	School			District			State
Subject	2004	2005	2006	2004	2005	2006	2004	2005	2006
English-Language Arts	0	0	0	20	14	12	36	40	42
Mathematics	0	*	*	9	5	12	34	38	40
Science	*		*	*	*	*	25	27	35
History-Social Science	*	*	*	*	0	14	29	32	33

CST Results by Student Group - Most Recent Year

This table displays the percent of students, by group, achieving at the Proficient or Advanced level (meeting or exceeding the state standards) for the most recent testing period.

Group	Percent of Students Scoring at Proficient or Advanced
Group	English- Language Arts	Mathematics	Science	History- Social Science
African American
American Indian or Alaska Native	*	*		*
Asian	*	*	*	*
Filipino
Hispanic or Latino
Pacific Islander
White (Not Hispanic)	41	75	*	*
Male	*	*	*	*
Female	36	*	*	*
Economically Disadvantaged	19	43	*	*
English Learners
Students with Disabilities	29	53	*	*
Students Receiving Migrant Education Services

Norm-Referenced Test (NRT)

The norm-referenced test (NRT), currently the California Achievement Test, Sixth Edition (CAT/6), shows how well students are doing compared to students nationally in reading, language, spelling, and mathematics in grades 3 and 7 only. The results are reported as the percent of tested students scoring at or above the national average (the 50th percentile). Detailed information regarding NRT results for each grade level can be found at the CDE Web site at http://star.cde.ca.gov/. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.

NRT Results for All Students -- Three Year Comparison

This table displays the percent of students scoring at or above the national average (the 50th percentile) in reading and mathematics.

Subject	School			District			State
Subject	2004	2005	2006	2004	2005	2006	2004	2005	2006
Reading	0	*		24	*		43	41	42
Mathematics	0	*		20	*		51	52	53

NRT Results by Student Group -- Most Recent Year

This table displays the percent of students, by group, scoring at or above the national average (the 50th percentile) in reading and mathematics for the most recent testing period.

Group	Percent of Students Scoring at or Above the National Average
Group	Reading	Mathematics
African American
American Indian or Alaska Native
Asian
Filipino
Hispanic or Latino
Pacific Islander
White (not Hispanic)
Male
Female
Economically Disadvantaged
English Learners
Students with Disabilities
Students Receiving Migrant Education Services

Local Assessment Results

Districts may choose to administer their own academic assessments in reading, writing, and mathematics. In such cases, this table displays the percent of students, by grade level and subject area, meeting or exceeding the district standard.

Grade Level	Reading			Writing			Mathematics
Grade Level	2004	2005	2006	2004	2005	2006	2004	2005	2006
K
1
2
3
4
5
6
7
8
9
10
11
12

California Physical Fitness Test Results

The California Physical Fitness Test is administered to students in grades 5, 7, and 9 only. This table displays by grade level the percent of students meeting fitness standards (scoring in the healthy fitness zone on all six fitness standards) for the most recent testing period. Detailed information regarding the California Physical Fitness Test, and comparisons of a school's test results to the district and state levels, can be found at the CDE Web site at http://www.cde.ca.gov/ta/tg/pf/. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.

No data are available for this section

IX. Accountability

Academic Performance Index

The Academic Performance Index (API) is an annual measure of the academic performance and progress of schools in California. API scores range from 200 to 1,000, with a statewide target of 800. Detailed information about the API can be found at the CDE Web site at http://www.cde.ca.gov/ta/ac/ap/.

API Ranks -- Three-Year Comparison

This table displays the school's statewide and similar schools API ranks. The statewide API rank ranges from 1 to 10. A statewide rank of 1 means that the school has an API score in the lowest 10 percent of all schools in the state, while a statewide rank of 10 means that the school has an API score in the highest 10 percent of all schools in the state. The similar schools API rank reflects how a school compares to 100 statistically matched "similar schools." A similar schools rank of 1 means that the school's academic performance is comparable to the lowest performing 10 schools of the 100 similar schools, while a similar schools rank of 10 means that the school's academic performance is better than at least 90 of the 100 similar schools.

API Rank	2003-04	2004-05	2005-06
Statewide		2	C
Similar Schools		N/A	C

API Changes by Student Group -- Three Year Comparison

This table displays, by student group, the actual API changes in points added or lost for the past three years, and the most recent API score. Note: "N/A" means that the student group is not numerically significant.

Group	Actual API Change			API Score
Group	2003-04	2004-05	2005-06	2006
All Students at the School		-24	-37	503
African American
American Indian or Alaska Native
Asian
Filipino
Hispanic or Latino
Pacific Islander
White (not Hispanic)
Socioeconomically Disadvantaged
English Learners	--	--
Students with Disabilities	--	--

State Award and Intervention Programs

This section will contain information about the school's participation in various state intervention and award programs only to the extent these programs were funded for the period addressed by this report.

Adequate Yearly Progress

The federal NCLB act requires that all schools and districts meet the following Adequate Yearly Progress (AYP) criteria:

Participation rate on the state's standards-based assessments in English-language arts (ELA) and mathematics
Percent proficient on the state's standards-based assessments in ELA and mathematics
API as an additional indicator
Graduation rate (for secondary schools)

Detailed information about AYP, including participation rates and percent proficient results by student group, can be found at the CDE Web site at http://www.cde.ca.gov/ta/ac/ay/.

AYP Overall and by Criteria

This table displays an indication of whether the school and the district made AYP overall and whether the school and the district met each of the AYP criteria.

AYP Criteria	School	District
Overall	No	No
Participation Rate - English-Language Arts	Yes	Yes
Participation Rate - Mathematics	Yes	Yes
Percent Proficient - English-Language Arts	Yes	Yes
Percent Proficient - Mathematics	Yes	Yes
API	No	No
Graduation Rate	Yes	Yes

Federal Intervention Program

Schools and districts receiving federal Title I funding enter Program Improvement (PI) if they do not make AYP for two consecutive years in the same content area (English-language arts or mathematics) or on the same indicator (API or graduation rate). After entering PI, schools and districts advance to the next level of intervention with each additional year that they do not make AYP. Detailed information about PI identification can be found at the CDE Web site at http://www.cde.ca.gov/ta/ac/ay/.

Indicator	School	District
Program Improvement Status
First Year of Program Improvement Implementation
Year in Program Improvement
Number of Schools Currently in Program Improvement	---	0
Percent of Schools Currently in Program Improvement	---	0.0

X. School Completion and Postsecondary Preparation

Dropout Rate and Graduation Rate

This table displays the school's one-year dropout rates and graduation rates for the most recent three-year period. For comparison purposes, data are also provided at the district and state levels. Detailed information about dropout rates and graduation rates can be found at the CDE Web site at http://dq.cde.ca.gov/dataquest/.

Indicator	School			District			State
Indicator	2002-03	2003-04	2004-05	2002-03	2003-04	2004-05	2002-03	2003-04	2004-05
Dropout Rate (1-year)	0.0	0.0	0.0	0.0	0.0	0.0	3.2	3.3	3.1
Graduation Rate	100.0	91.0	97.4	93.0	91.0	97.4	86.7	85.3	84.9

Completion of High School Graduation Requirements

Beginning with the graduating class of 2006, students in California public schools must pass both the English-language arts and mathematics portions of the California High School Exit Examination (CAHSEE) to receive a high school diploma. For students who began the 2005-06 school year in the 12th grade, this table displays by student group the percent of students who met all state and local graduation requirements for grade 12 completion, including having passed both portions of the CAHSEE or received a local waiver or state exemption. Due to the state's collection schedule for high school completion data, state level data for this reporting element will not be available for report cards published in the 2006-07 school year. Detailed information about the CAHSEE can be found at the CDE Web site at http://www.cde.ca.gov/ta/tg/hs/. Note: "N/A" means that the student group is not numerically significant.

Group	Graduating Class of 2006
Group	School	District	State
All Students			---
African American			---
American Indian or Alaska Native			---
Asian			---
Filipino			---
Hispanic or Latino			---
Pacific Islander			---
White (not Hispanic)			---
Socioeconomically Disadvantaged			---
English Learners			---
Students with Disabilities			---

Career Technical Education Programs

This section provides information about the degree to which pupils are prepared to enter the workforce, including a list of career technical education (CTE) programs offered at the school.

This varies based on the local school district of residence. All 3 county high schools provide a Workability Program.

Career Technical Education Participation

This table displays information about participation in the school's CTE programs.

Measure	CTE Program Participation
Number of Pupils
Percent of pupils completing a CTE program and earning a high school diploma
Percent of CTE courses sequenced or articulated between the school and institutions of postsecondary education

Courses for University of California and/or California State University Admission

This table displays for the most recent year two measures related to the school's courses that are required for University of California (UC) and/or California State University (CSU) admission. Detailed information about student enrollment and completion of courses required for UC/CSU admission can be found at the CDE Web site at http://dq.cde.ca.gov/dataquest/.

Indicator	Percent
Students Enrolled in Courses Required for UC/CSU Admission	0.0
Graduates Who Completed All Courses Required for UC/CSU Admission	0.0

Advanced Placement Courses

This table displays for the most recent year the number of Advanced Placement (AP) courses that the school offered by subject and the percent of the school's students enrolled in all AP courses. Detailed information about student enrollment in AP courses can be found at the CDE Web site at http://dq.cde.ca.gov/dataquest/.

No data are available for this section

College Admission Test Preparation Course Program

This section provides information about the school's college admission test preparation course program.

This varies based on the local school district of residence.

SAT Reasoning Test

This table displays the percent of the school's 12th grade students who voluntarily take the SAT Reasoning Test for college entrance, and the average verbal, math, and writing scores of those students. Detailed information regarding SAT results, and comparisons of these average scores to the district and state levels, can be found at the CDE Web site at http://www.cde.ca.gov/ds/sp/ai/. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.

No data are available for this section

X. Instructional Planning and Scheduling

School Instruction and Leadership

This section provides information about the structure of the school's instructional program and the experience of the school's leadership team.

Special education students range in age from 3-20 and are served in 11 school districts and Court School. Access to state-adopted core curriculum is not at 100% for all students in every subject yet. However, strides are being made to adopt and use state adopted core curriculum and intervention curriculum at all grade levels and in all settings. Houghton-Mifflin and High Point are used in almost all settings for Language Arts. The BASICS 2 curriculum is currently being reviewed for adoption for moderate to severe students. There is a strong commitment to training in best practices at all levels of need and to a development of more uniformity in the use of state-adopted core-curriculum.

Professional Development

This section provides information about the program for training the school's teachers and other professional staff.

Professional development is strongly encouraged, supported and valued. The professional development plan is developed in coordination with other schools in the county, based on teacher /administrator surveys and student achievement data.

Instructional Minutes

This table displays a comparison of the number of instructional minutes offered at the school to the state requirement for each grade level.

Grade Level	Instructional Minutes
Grade Level	Offered	State Requirement
K		36,000
1		50,400
2		50,400
3		50,400
4		54,000
5		54,000
6		54,000
7		54,000
8		54,000
9		64,800
10		64,800
11		64,800
12		64,800

Continuation School Instructional Days

This table displays a comparison of the number of instructional days offered at the continuation school to the state requirement for each grade level.

Grade Level	Instructional Days With At Least 180 Instructional Minutes
Grade Level	Offered	State Requirement
9		180 days
10		180 days
11		180 days
12		180 days

Minimum Days in School Year

This section provides information about the total number of days in the most recent school year that students attended school on a shortened day schedule and the reasons for the shortened day schedule.